Ariticle from Attention Magazine from CHADD.org on Executive Function and Attention Deficit Hyperactivity Disorder, ADHD.

1. by Thomas E. Brown, PhD
Executive Describing
Six Aspects
of a
Complex
Syndrome
ttention is an incredibly complex, multifaceted function of the mind. It plays a crucial
role in what we perceive, remember, think, feel, and do. And it is not just one isolated activity of the brain. The continu-
ous process of attention involves organizing and setting priorities, focusing and shifting focus, regulating alertness,
sustaining effort, and regulating the mind’s processing speed and output. It also involves managing frustration and
other emotions, recalling facts, using short-term memory, and monitoring and self-regulating action.
Observing the problems that result when attention fails has allowed me to notice the effects of attentional processes
on multiple aspects of daily life. Documenting the interconnected improvements that occur when attentional impair-
ments are effectively treated has shown me the subtle but powerful linkages between attention and multiple aspects of
the brain’s management system. All of these observations have led me to conclude that attention is essentially a name
for the integrated operation of the executive functions of the brain.
Each cluster of my model (see chart) encompasses one important aspect of the brain’s executive functions. Although
each has a one-word label, these clusters are not single qualities like height, weight, or temperature. Each cluster is more
like a basket encompassing related cognitive functions that depend on and interact continuously with the others, in
ever-shifting ways. Together these clusters describe executive functions, the management system of the brain.
12 Attention

2. Functions
E xecutive F unctions I mpaired in ADD S yndrome
Executive Functions
(work together in various combinations)
Organizing, Focusing, Regulating Managing Utilizing Monitoring
prioritizing, sustaining, alertness, frustration working and self-
and and shifting sustaining and memory regulating
activating attention to effort, and modulating and action
to work task processing emotions accessing
speed recall
1. 2. 3. 4. 5. 6.
Activation Focus Effort Emotion Memory Action
Source: Brown 200IC
Until we know much more about underlying neural processes, Cluster 1: Organizing, Prioritizing, and Activating
any descriptive model is likely to be a bit arbitrary. But regardless for Tasks
of how the clusters are arranged, these executive functions tend Although many people associate ADD with impulsive and hyper-
to operate in an integrated way. Most persons diagnosed with active behavior where affected individuals are too quick to speak or
ADHD report significant chronic difficulties in at least some as- act, difficulties in getting started on tasks are a primary complaint
pect of each of these six clusters. Impairments in these clusters of of many individuals with ADD syndrome. Though they may be
cognitive functions tend to show up together; they appear clini- impulsive in some domains of activity, those with this syndrome
cally to be related. often complain that procrastination is a major problem, particu-
When an individual with ADD is treated with appropriate larly when they are faced with tasks that are not intrinsically in-
medication and shows significant improvement in one of these six teresting. Often these individuals lament that they keep putting
clusters, some significant improvement is usually seen in aspects off important tasks until the task has become an emergency. Only
of the other five clusters as well. when faced with dire consequences in the very immediate future
Since these clusters of symptoms often appear together in are they able to get themselves motivated enough to begin.
persons diagnosed with ADD and often respond together to Many persons with ADD report that they often are aware of
treatment, it seems reasonable to think of these symptoms of specific tasks they need, want, and intend to do, but are unable
impairment as a “syndrome.” Because this syndrome consists to get themselves to begin the necessary actions. Often these are
primarily, though not exclusively, of symptoms associated with routine tasks such as completing homework assignments, laun-
the disorder currently classified as attention-deficit hyperactivity dering clothes, or submitting invoices or expense account reports
disorder, I refer to it as “ADD syndrome.” Taken together, the six to obtain reimbursement. Or they may be important, less com-
Shutterstock
clusters in this model describe my understanding of the execu- mon tasks like completing a thesis for a degree, asking for a raise
tive functions of the brain. or promotion, or filing income tax returns on time.
February 2008 13

3. The continuous process of attention involves organizing and setting
priorities, focusing and shifting focus, regulating alertness, sustaining
effort, and regulating the mind’s processing speed and output. It also
involves managing frustration and other emotions, recalling facts,
Shutterstock
using short-term memory, and monitoring and self-regulating action.
Persons with ADD syndrome often complain that they have much
more difficulty than most others in sorting out and assigning priori-
ties to various tasks. Many routines of our daily life involve organiz-
ing, prioritizing, and sequencing jobs according to their importance,
their urgency, and the availability of resources. Usually, but not always,
critical variables include time or money, which cause very practical site problem: they are unable to stop focusing on one thing and redirect
constraints to quickly come into play. their focus to another when they need to. Some call this “hyperfocus.”
When they describe specifics of their difficulties with organizing They describe it as “locking on” to some task, sight, or sound they are
themselves, persons with ADD syndrome often indicate a recurrent interested in while totally ignoring or losing track of everything else,
failure to notice critical details. Often these difficulties involve failures including some things they ought to attend to, like looking ahead while
to estimate time properly or to calculate the relationship between driving the car or answering someone who has directly spoken to them.
expenditures and income. A similar tendency to ignore realistic limi- Many persons with ADD syndrome report that they get stuck in this way
tations is often seen in the “to do” lists kept by some persons with while using their computer. Sometimes it occurs in conversation. Some
ADD syndrome. Though they may be very intelligent about other persons with ADD syndrome report similar problems in writing.
things, many seem clueless about how many tasks they can actually Maintaining effective attention requires the ability to select the
accomplish within a single day or week. Many create lists with thirty most important of countless external and internal stimuli—and
or more items for a single day, some of which are time-consuming screen out those that intrude on awareness. Yet it also requires the
projects that no one could actually accomplish in a month. They seem ability to shift one’s focus of attention as needed, to attend to other
to have great difficulty figuring out how long a task will take and then words, images, sounds, feelings, topics, and matters. People with ADD
prioritizing by putting some items ahead of others, deferring some to syndrome often report chronic difficulty in focusing their attention,
another day, or simply recognizing some as currently not possible. in sustaining their focus of attention, and in shifting their focus of
attention as needed to meet the demands of learning, work, social in-
Cluster 2: ocusing, Sustaining, and Shifting Attention
F teractions, and the countless tasks of daily life. As in the other clusters
to Tasks of symptoms described here, these difficulties occur occasionally for
One of the most common complaints of persons with ADD syndrome everyone. But for persons with ADD syndrome they seem to be more
is that they cannot focus their attention on a task and keep focusing as persistent, pervasive, and problematic.
long as necessary. Sometimes their problem is one of selection. They
find it very hard to focus on the particular stimulus that requires atten- Cluster 3: egulating Alertness, Sustaining Effort,
R
tion: the voice on the telephone or the words printed on the page. and Processing Speed
Another facet of the problem of not being able to focus on an Many with ADD syndrome report that they frequently become very
intended task is excessive distractibility. Even when they have focused drowsy—to the point where they can hardly keep their eyes open—
on a task, whether reading, listening, or trying to do some other work, when they have to sit still and be quiet. Some describe themselves as
persons with ADD syndrome often feel themselves drawn away by dis- “borderline narcoleptic.” Usually this is not a problem when they are
tractions. Like anyone else they see and hear things going on around physically active or actively engaged in conversation. But it can pose seri-
them and they have many thoughts continually going through their ous difficulties when they are trying to listen to a lecture or proceedings
head. But unlike most others, who readily block out distractions in of a meeting. Getting drowsy is especially problematic when they try to
order to do what needs to be done, persons with ADD syndrome have read, particularly if what they are reading is not especially interesting to
chronic and severe difficulty screening out those distracting stimuli. them. Similar difficulties occur for many when they sit down to write an
They cannot ignore the myriad thoughts, background noises, and essay or report. Some report the same drowsiness when they are driv-
perceptions in the surrounding environment. ing long distances on a highway, without the stimulation of having to
This is not simply a problem of immaturity. Children and adoles- negotiate heavy traffic or the possibility of observing many people.
cents have no monopoly on excessive distractibility, and the problem From clinical descriptions, it appears that this problem of drowsi-
is not limited to students sitting in boring classrooms. Many adults ness when sitting still and being quiet is related not to being over-
with ADD syndrome report persistence of this problem, which can tired, but rather to chronic difficulties in sustaining alertness. It is
cause trouble in their jobs, driving, and social relationships. as though individuals with ADD syndrome cannot stay alert unless
The same individuals who have chronic difficulty with getting dis- they are engaged actively in a behavior that provides steady motoric,
tracted and drifting off task report that they sometimes have the oppo- social, or cognitive feedback.
14 Attention

4. Though the problem of daytime drowsiness afflicts many
with ADD syndrome even when they are not tired, heavy eye-
lids sometimes appear for a different reason. Many with ADD
syndrome report that they are often tired during the day be-
cause they have chronic and severe difficulties in settling into
sleep, even when they are very tired and want to fall asleep.
This is the opposite pole of the same problem: difficulty in
regulating alertness.
Even when they do expend significant effort, many persons
with ADD syndrome report that they require an extraordi-
narily long time to complete certain types of tasks because of
a tediously slow processing speed. They often complain that it
takes them a particularly long time to read and write. Some-
times slow processing time in reading results from the need to
reread repeatedly. In writing, the problem of excessive slowness
may be due to the getting-stuck problem (also known as “sticky
perseveration”). But for many with ADD syndrome, there is
a chronic problem with slow processing speed that is differ-
ent from these earlier described difficulties. Mel Levine (2003)
has described this output problem in written expression; he
laments that many with such difficulties are seen as lazy, when
they actually are impaired in their ability to coordinate and
integrate the multiple skills required for writing.
Although individuals with ADHD often have a slow pro-
cessing speed for certain tasks, in other situations many have
trouble slowing themselves down enough to minimize errors.
Boys with ADHD studied by Virginia Douglas (1999) were both
too slow and too fast. Their reaction times for some cognitive
tasks were too slow, but on other, more demanding tasks they
had difficulty slowing themselves down enough to perform
carefully. They were unable to regulate their processing speed
appropriately for changing task demands.
Cluster 4: anaging Frustration and Modulating
M
Emotion
The diagnostic criteria for attention-deficit hyperactivity disor-
der in the DSM-IV do not include any items referring to emo-
tions. Yet many clinicians report that patients with ADHD strug-
gle with managing their emotions. My own clinical research on
children, adolescents, and adults has led to similar conclusions.
ADD symptom rating scales I have developed from studying
each of these age groups include a cluster of symptoms related
to managing frustration and modulating emotions. In analyz-
ing reports from patients with ADHD, I have found that their
problems with emotions seem to fall into two closely related
types: a very low threshold for frustration, and chronic difficulty
in regulating subjective emotional experience and expression.
CHADD does not endorse products, services, publications, medications or treatments, including those advertised in this magazine. February 2008 15

5. Most persons diagnosed with ADHD report
significant chronic difficulties in at least some aspect of each of these six clusters.
Impairments in these clusters of cognitive functions tend to show up together;
they appear clinically to be related.
Many with ADD syndrome report disproportionate emotional mation from the files of longer-term memory. Defective retrieval of
reactions to frustration: a short fuse, a low threshold for irritability. learned information is a distinct type of memory problem. Persons
Many with ADD syndrome describe the following aspect of emotional with ADD syndrome often complain that they have chronic difficulty
experience: a feeling that an emotion floods one’s mind, taking up all pulling up from the files of longer-term memory the information
available space. This overwhelming intensity of feeling then can cause needed to do a task at hand. Sometimes the problem is recalling the
one to lose perspective and become, for a few moments or much longer, name of someone whose face has just been recognized as familiar.
so preoccupied with that particular feeling that other relevant thoughts Sometimes the problem lies in retrieving information or procedures
and feelings are displaced, ignored, or overlooked. The immediacy of needed to answer a question or solve a problem.
the emotion then can have too much influence on thought and action, Many aspects of academic work depend heavily on the effective func-
causing one to speak or act in ways that don’t adequately take account tioning of working memory. When reading, one needs to hold in mind
of other feelings, ideas, or information that may also be important. the sounds symbolized by the first part of a word while decoding the
Many with ADD syndrome describe themselves as “overly sensi- sound of later syllables to recognize the word as a whole. One then has to
tive” and reacting too intensely to even minor slights or criticism. retrieve from memory the meanings associated with that word and hold
Some others report that they often have difficulty modulating feelings those in mind while linking them to meanings of other words to get the
of sadness, discouragement, or depression. full meaning and context of the entire sentence. This process happens
Some with ADD syndrome also meet full criteria for another automatically for fluent readers as they rapidly link up and absorb layers
disorder that more directly reflects problems with managing one or of meaning built on words, sentences, paragraphs, chapters, and so on.
more emotions, for example, an anxiety, depressive, or bipolar mood Persons whose working memory is significantly impaired, however, may
disorder. At issue with these various examples is simply that persons experience great difficulty in understanding an entire text, even if they
with ADD syndrome, with or without any additional psychiatric dis- are quite competent in decoding each word. Reading comprehension
order, tend to suffer from chronic problems in managing frustration is built on the effective functioning of working memory in conjunction
and other emotions. These chronic problems appear to be an integral with an active, sustained attention to the text.
aspect of ADD syndrome and not just overlap with other disorders. In Working memory is also essential for doing math, even simple
addition, like other symptoms of ADD syndrome, they often respond arithmetic. If one cannot keep in mind what quantities have been bor-
to treatment with stimulants. rowed or need to be carried from one column to another in calcula-
tions, one’s answers are not likely to be correct. And if one cannot keep
Cluster 5: Utilizing Working Memory and in mind the sequence of operations, then much of algebra, geometry,
Accessing Recall and higher math becomes incomprehensible.Written expression also
Chronic difficulties with memory appear to be a core problem in ADD places strong demands on working memory. There has not been much
syndrome, but the impairments are not generally with long-term stor- research on students who have problems with written expression, but
age memory; instead they involve “working memory,” a term that has preliminary studies indicate that persons with ADHD demonstrate a
been used in many different ways, most of which are unrelated to the disproportionately high incidence of impairment in this respect.
older term “short-term memory.” Working memory has several func- Working memory is involved not only in academic tasks, but also
tions. An important one is to hold one bit of information active while in countless aspects of everyday life, as one holds briefly in mind the
working with another. One patient described his impairment of this continuing flow of perceptions of current external events—sounds
essential function as lacking a “hold” button in his memory. just heard, images just observed, impressions just formed. Problems
Working memory is like a very active computational unit that with integrating internal and external information can have a sub-
not only holds information, but also actively processes this current stantial influence on one’s ability to link new information being ac-
information in connection with the vast files of longer-term memory. quired with other information already in mind.
In other words, working memory might be compared to the RAM of The difference between problems of working memory and problems
a computer combined with its file manager and search engine. of insufficient attention has been a matter of debate among research-
Impairments of working memory can interfere with both recep- ers. Neuroscientists studying memory functions have argued that what
tive and expressive aspects of communication between individuals is currently referred to as working memory is not simply a memory
and within groups. Maintaining reciprocal communication is dif- unit of the mind, but a complex system that involves both “working
ficult when working memory function is impaired, and is a common attention” and “working memory” serving together to manage the con-
complaint among persons with ADD syndrome. tinuous flow of information in the mind. Chronic impairments in this
Another aspect of working memory involves the retrieval of infor- complex system are an important aspect of the ADD syndrome.
16 Attention

6. The extracts in this adaptation were used with permission from Thomas Brown’s
book, Attention Deficit Disorder: The Unfocused Mind in Children and Adults (Yale University Press,
2005). Attention retains the style used in the book, i.e., ADD and ADHD, rather than house style,
which is AD/HD.
Cluster 6: onitoring and Self-Regulating
M Some other persons with ADD syndrome have a different prob-
Action lem. They tend to be excessively focused on how others are reacting
Most descriptions of the disorder now known as ADHD emphasize and are excessively self-conscious. They tend to be too constricted, too
problems with hyperactive and impulsive behavior. Many persons shy, too inhibited in their social actions. These persons often cannot
identified with this disorder tend to act without sufficient forethought, bring themselves to act effectively in a group.
or are chronically restless and hyperactive, finding it very difficult to Although there are a variety of ways in which individuals experi-
slow down and accurately control their actions. Children with ADHD ence difficulty in monitoring and regulating their actions, most with
have often been seen as wild, restless, and impulsive, unable sufficiently ADD syndrome report chronic difficulties in one or more aspects of
to control their words and bodies and so needing much more supervi- inhibiting action, monitoring one’s self, monitoring one’s context,
sion from teachers and parents than others of the same age. and taking action in an appropriate way. This cluster of ADD-related
Researchers have identified “impaired ability to inhibit” as a core impairments extends far beyond simple excesses of hyperactive or
problem in these hyperactive and impulsive symptoms of ADHD. impulsive behavior: these problems hamper one’s ability to perform
Russell Barkley (1997) has argued that impairment of the ability to well in a wide variety of everyday tasks. ● A
inhibit is the primary problem of persons with ADHD, and, of all the Thomas E. Brown, PhD, is assistant clinical professor of psychiatry at the
executive functions impaired in the disorder, is the one on which the Yale University School of Medicine and associate director of the Yale Clinic
development and effective functioning of all other executive func- for Attention and Related Disorders. He is a former member of CHADD’s
tions depends. professional advisory board.
Yet to overemphasize inhibition as the central problem of ADHD
is to ignore the essential connection between holding back actions
and engaging in actions. It is to overlook the need to “go,” which is as
important as the need to hold back or stop. Certainly it is important
for a person to be able to stop at the curb rather than impulsively run-
ning across a busy street. But it is also important for that person to be
able to monitor the traffic on the street, to determine when it is safe
to cross, and then to actually cross. Indeed, most behaviors require
the ability to act, to “do it,” as well as the ability to inhibit, to refrain
from acting. And essential to one’s success in this regard is the ability
to monitor the context of action, in this case, the traffic, so that one
can decide when to wait and when to cross the street.
Social situations are often among the most challenging for those
with difficulties monitoring and self-regulating their actions. In those
circumstances, one must quickly assess the expectations and percep-
tions of other persons in order to behave appropriately. When is it okay
to tell this joke, or to complain about an injustice, or to confront one’s
boss, teacher, coworker, customer, parent, spouse, child, or friend? Be-
cause persons with ADD syndrome find it harder to monitor effectively
the context in which they are operating, they report that they tend to be
too random in what they notice, attending too much to some details
and too little to others that may be equally or more important. Espe-
cially difficult for these persons are those situations where one has to
monitor and gauge the emotions and intentions of other people with
whom one is interacting. Indeed, often persons with ADD syndrome
complain that they have gotten into trouble because they have failed
to notice how others were reacting to them, or have been insufficiently
aware of how they themselves were coming across to others. This moni-
toring is made even more difficult when one is simultaneously holding
in check one’s own reactions while interacting with others.
CHADD does not endorse products, services, publications, medications or treatments, including those advertised in this magazine. February 2008 17